phil week 8

Please see the attachmet for this reading assignment. No outside reference, please reference from the attach attachment.  You have two readings to choose from this Please tell us which of these resonated with you, either positively or negatively and why? Did you find the arguments convincing or were they ignoring important distinctions.  

Puppies, Pigs, and People:

Eating Meat and Marginal Cases

Fred’s Basement

We would be horrified to learn of the actual existence of a case such as the one described in “Fred’s Basement”. We may feel for Fred regarding his inability to enjoy chocolate, but we cannot condone his torture of puppies, regardless.

If we agree with this claim, then Norcross believes we must agree as well with the argument that we cannot condone the purchasing and consuming of factory raised meat.

Why not?
The puppies in the story are kept in severely confined spaces. They lived stress filled lives and endure continual mutilation. Their abuse and death does not provide essentially to Fred’s diet. It is solely for gustatory pleasure.
Norcross believes this is exactly the case when it comes to animals raised for consumption.
In addition, not only is meat eating not essential for human diets, but many may actually benefit from its removal.

What then, may be the differences?
Norcross relates that first off, Fred is responsible for the torture of the puppies himself, where most Americans buy their meat already packaged and are far removed from the actual butchering process. Is this relevant though? If Fred had bought the cocoamone from someone who had tortured and killed the puppies for him, would we feel any better about it?

Another difference may be the fact that many consumers are unaware of the abusive situations that occur in factory farms. Can we then save our condemnation for those who purchase meat with full knowledge of these conditions?

We might instead argue that while the conditions of such factories may be terrible, our ceasing to eat meat wouldn’t change anything about the suffering of the animals. Factory farming is such a large business that one consumer, or even twenty wouldn’t cause the farms to shut down entirely.

Norcross responds to this in two ways.
First he offers a counter example.
“You visit a friend in an exotic location, say Alabama. Your friend takes you out to eat at the finest restaurant in Tuscaloosa. For dessert you select the house specialty, “Chocolate Mousse a la Bama”, served with a small cup of coffee, which you are instructed to drink before eating the mousee. The mousse is quite simply the most delicious dessert you have ever taster. Never before has chocolate tasted so rich and satisfying. Tempted to order a second, you ask your friend what makes this mousse so delicious. He informs you that the mousse itself is ordinary, but the coffee contains a concentrated dose of cocamone, the newly discovered chocolate enhancing hormone. Researchers at Auburn University have perfected a technique for extracting cocamone from the brains of freshly slaughtered puppies, who have been subjected to lives of pain and frustration. Each puppy’s brain yields four doses, each of which is effective for about fifteen minutes, just long enough to enjoy one serving of mousse. You are, naturally, horrified and disgusted. You will certainly not order another serving, you tell your friend. In fact, you are shocked that your friend, who has always seemed amorally decent person, could have both recommended the dessert to you and eaten one himself, in full awareness of the loathsome process necessary for the experience. He agrees that the suffering of the puppies is outrageous, and that the gain in human pleasure in no way justifies the appalling treatment they have to endure. However, neither he nor you can save any puppies now by refraining from consuming cocamone. Cocamone production is now Alabama’s leading industry, so it is too large to respond to the behavior of one or two consumers. Since the puppies will suffer no matter what either of you does, you may as well enjoy the mousse.”

Does this explanation make us feel any better about the slaughter of the puppies?

The next response is simply to deny it. If one chicken eater gave up eating chicken, certainly the industry would not respond. If they all did, then certainly the industry would fail. Is this a valid excuse?
If (let’s say) 10,000 people gave up eating chicken, that would equate to 25000 chickens per year being saved (presuming each individual eats 25 chickens per year). Given that, Norcross states that you would have a 1 in 10,000 chance of making any difference to the lives of chickens. Isn’t that too small to be regarded?

He doesn’t believe so. By ceasing to eat chickens, you will be saving 25 chickens per year. Even if your giving up chicken has only a small chance of preventing suffering, the suffering to be reduced would be greater than your chance of preventing it, therefore your continued consumption is not excused.

As well, your turn to vegetarianism makes you one of a growing number of people who are choosing that path. The more people who choose this path, the more numbers that will affect factory farming.

There may be a further difference though. In the case of Fred, it is precisely the torture of the puppies that produces the cocamone. In the case of factory farms, the suffering is a foreseen, but not intended side effect.
This foreseen but not intended consequence is essential to the Doctrine of Double Effect which says that action may be permissible along those same lines, as well as others. Yet the doctrine also states that the good must outweigh the bad, so we must then analyze whether the good brought about by the suffering of the animals on the factory farms outweighs the negative. Norcross does not believe that it does. He counters with the question of whether or not the puppies’ suffering would be excused if it was an unintended side effect.

Finally he concludes that ultimately we condemn Fed’s behavior while condoning meat-eating (if we in fact do), because puppies are morally different than animals raised for consumption. What is the cause for the distinction? Perhaps rationalization. Do puppies have a greater rationalization process than chickens? Than pigs?

Humans vs Animals’ Ethical Status
The idea of rationality plays into the debate about why we have one standard of treatment for human animals, but not other animals. It is not permissible to torture and eat and human, but it is okay to torture and eat a cow. Humans are considered to have rational capabilities while other animals do not, or at least not in the same degree.

A challenge to this view lies in consideration of “marginal cases”. Whatever type and level of rationality we take as being the standard which sets humans apart from other animals will either be lacking in some humans or present in some animals. For instance if we use moral reflection as a standard, then some humans will not be capable of this, either temporarily as in the case of infants and those who are temporarily cognitively disabled, or it may be gone permanently as in the case of senility or the permanently comatose. Some also have never and will never have this ability as in the case of the severely mentally disabled. If this is our claim to the separation, wouldn’t we have to exclude these humans? Do we then have to allow for the possibility of these humans being used as food? Perhaps we may exclude the temporarily disabled, but certainly not the others.

Cohen:
“{the argument from marginal cases} fails; it mistakenly treats an essential feature of humanity as though it were a screen for sorting humans. The capacity for moral judgment that distinguished humans from animals is not a test to be administered to human beings one by one. Persons who are unable, because of some disability, to perform the full moral functions natural to human beings are certainly not for that reason ejected from the moral community. The issue is one of a kind… What humans retain when disabled, animals never had”.

White:
“Nor does this, as some contend, exclude infants, children, the feeble minded, the comatose, the dead or the generations yet unborn. Any of these may be for various reasons empirically unable to fulfill the full role of right-holder. But… they are logically possible subjects of rights to whom the full language of rights can significantly, however falsely, be used. It is a misfortune, not a tautology, that these persons cannot exercise or enjoy, claim or waive their rights or do their duty or fulfill their obligations”.

Schmidtz:
“Of course, some chimpanzees lack the characteristic features in virtue of which chimpanzees command respect as a species, just as some humans lack the characteristic features in virtue of which humans command respect as a species. It is equally obvious that some chimpanzees have cognitive capacities (for example) that are superior to the cognitive capacities of some humans. But whether every human being is superior to every chimpanzee is beside the point. The point is that we can, we do, and we should make decisions on the basis of our recognition that mice, chimpanzees and humans are relevantly different types. We can have it both ways after all. Or so a speciesist could argue”.

Each of these arguments claims that a particular or a set of features has so much moral significance that its presence or lack determines whether or not a behavior is moral or immoral. Yet at the same time a presence or lack of that feature in a particular case is not important. The relevant question Norcross thinks, is whether or not the presence or lack is normal.

Suppose the following:
ten famous people are on trial in the afterlife for crimes against humanity. On the basis of conclusive evidence, five are found guilty and five are found not guilty. Four of the guilty are sentenced to an eternity of torment, and one is granted an eternity of bliss. Four of the innocent are granted an eternity of bliss, and one is sentenced to an eternity of torment. The one innocent who is sentenced to torment asks why he, and not the fifth guilty person, must go to hell. Saint Peter replies, “Isn’t it obvious Mr. Ghandi? You are male. The other four men—Adolph Hitler, Joseph Stalin, George W. Bush, and Richard Nixon—are all guilty. Therefore the normal condition for a male defendant in this trial is guilt. The fact that you happen to be innocent is irrelevant. Likewise, of the five female defendants in this trial, only one was guilty. Therefore the normal condition for female defendants in this trial is innocence. That is why Margaret Thatcher gets to go to heaven instead of you.”

A second response is that cognitively deficient humans really are morally inferior to non deficient humans. Can we then use these humans as food?

“I doubt that anyone will be able to come up with a concrete and morally relevant difference that would justify, say, using a chimpanzee in an experiment rather than a human being with less capacity for reasoning, moral responsibility, etc. Should we then experiment on the severely retarded? Utilitarian considerations aside, we feel a special obligation to care for the handicapped members of our own species, who cannot survive in this world without such care.…In addition, when we consider the severely retarded, we think, ‘That could be me’. It makes sense to think that one might have been born retarded, but not to think that one might have been born a monkey.…Here we are getting away from such things as ‘morally relevant differences’ and are talking about something much more difficult to articulate, namely, the role of feeling and sentiment in moral thinking.”

We feel a sense of protection toward these humans which would prevent us using them for food. Is this the distinction then?

Agent and Patient
But what is the moral relevance of rationality? Why should we think that the possession of a certain level or kind of rationality renders the possessor’s interests of greater moral significance than those of a merely sentient being? In Bentham’s famous words “The question is not, Can they reason? nor Can they talk? But, Can they suffer?”.

What does one say in response to this?
If a being is incapable of moral reasoning, at even the most basic level, if it is incapable of being moved by moral reasons, claims, or arguments, then it cannot be a moral agent. It cannot be subject to moral obligations, to moral praise or blame. Punishing a dog for doing something “wrong” is no more than an attempt to alter its future behavior. So long as we are undeceived about the dog’s cognitive capacities, we are not, except metaphorically, expressing any moral judgment about the dog’s behavior.
This still doesn’t seem to say much about the status of animals as moral patients.

Finally Norcross says:
“It seems that any attempt to justify the claim that humans have a higher moral status than other animals by appealing to some version of rationality as the morally relevant difference between humans and animals will fail on at least two counts. It will fail to give an adequate answer to the argument from marginal cases, and, more importantly, it will fail to make the case that such a difference is morally relevant to the status of animals as moral patients as opposed to their status as moral agents.”
“I conclude that our intuitions that Fred’s behavior is morally impermissible are accurate. Furthermore, given that the behavior of those who knowingly support factory farming is morally indistinguishable, it follows that their behavior is also morally impermissible.”

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• Introduction to Ethics

Alamo Colleges District •
San Antonio College •
– •
PHIL-Philosophy

Introduction to Ethics
PHIL-2306

• 8 Weeks Flex I Spring 2018
• Section 050.20334
• 3-3-0 Credits
• 01/16/2018 to 03/10/2018
• Modified 01/10/2018

Contact Information

Department of Language, Philosophy, and Culture:

Materials

Elements of Moral Philosophy

• Author: Rachels
• Publisher: McGraw-Hill Publishers
• Edition: 8th
• ISBN: 9780078038242

Description

Classical and contemporary theories concerning the good life, human conduct in society, and moral and ethical standards. This course fulfills the Language, Philosophy, and Culture foundational component area and the Component Area Option of the core, and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.

Prerequisite(s)

INRW 0420

Objectives

Objective 1:

 

The student will be able to articulate key concepts in ethical and moral philosophy.

Objective 2:  The student will construct defensible personal beliefs about assigned philosophical topics.

Objective 3:  The student will be able to analyze primary philosophical works.

Objective 4:  The student will be able to recognize and assess arguments and construct counter arguments.

Objective 5:  The student will be able to identify the influence of major philosophers on contemporary ethical thought and experience.

Outcomes

1 Read, analyze, and critique philosophical texts.

2 Define and appropriately use important terms such as relativism, virtue, duty, rights, utilitarianism, natural law, egoism, altruism, autonomy, and care ethics.

3 Demonstrate knowledge of major arguments and problems in ethics.

4 Present and discuss well-reasoned ethical positions in writing.

5 Apply ethical concepts and principles to address moral concerns.

6 Apply course material to various aspects of life.

7 Discuss ways of living responsibly in a world where people have diverse ethical beliefs.

Evaluation

WEEKLY READINGS

The online course will be organized around weekly readings. While the amount of assigned readings will not be extensive, they will require careful reading and rereading. Notes on reading philosophical text are provided in detail below.

 

DISCUSSION

Discussions will play a central role in this course, so your active participation is required. I will post on CANVAS, and take part in, discussion questions related to the readings for each of the 8 weeks. Everyone must have at least one post and must respond to TWO other student’s post. Discussion posts should be AT LEAST 250 words. Responses to others must be at least three full sentences. Responses under 250 words will be given a zero. NO EXCEPTIONS.

 

One of the goals for this class is to create a moral community where differences of perspective and understanding are respected. Collaborative learning involves our relationships to others. We are responsible not only for ourselves, but also for the social contexts in which we find ourselves.

 

Important: Since the discussions are the equivalent of attending a regular lecture class, just as it is impossible to make up a missed class, so as well you can’t post in a discussion after the week is over. Please do not wait until the last minute to complete the assignments.

 

QUIZZES AND ESSAYS

In addition to the discussions, most weeks you will have a short chapter quiz. These will be taken online and will be timed.

Quizzes will be given a week to complete. You will not be able to make up the quizzes after the week has passed.

 

EXAMS

There will be 3 exams. Exams will be multiple choice, T/F and short essay. You will be given a week to complete the exam.  You will not be able to make up the exams after the week has passed.

Please note:

Since you have a full week to complete all the activities, there will be no make-up opportunities, so don’t wait until the last minute on Sunday to turn in your work. The exams, quizzes and discussions will be posted well in advance, so that you will have ample time to fulfill the assignment. Don’t wait until the last minute to submit your work.

If there is a legitimate reason for missing discussions, quizzes or exams (death in family, serious illness, hospitalization, deployment) please let me know. You will be allowed to make up the work once documentation is provided.

Often things come up that are beyond our control. If you wait until the last minute to complete your work, there is a greater chance that work, family, computer issues, etc., will create a problem that causes you to miss the assignments. I cannot stress this enough, you will NOT be given an extension for these issues. You must schedule your time appropriately. If you are having computer issues, computers may be used at any of the Alamo campuses as well as the public library.

Again, missed assignments due to issues with technology will NOT be given an extension. 

PLEASE NOTE: Quizzes and exams begin the time countdown AS SOON AS THEY ARE OPENED. You cannot log in and out then return at a later date. DO NOT OPEN THE QUIZZES OR EXAMS UNTIL YOU ARE READY TO COMPLETE THEM. YOU WILL NOT BE GIVEN A SECOND CHANCE.

 

PLAGERISM – (Reference Student Code of Conduct) “Plagiarism” means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own work offered for credit. I take this very seriously. The first time you turn in work that is guilty of plagiarism your assignment will be given the score of zero and you will not be allowed to re-accomplish the assignment. The second time you turn in work that is guilty of plagiarism you will be given a zero for the course.

EVALUATION

You will have the opportunity to evaluate this course toward the end of the semester.

Breakdown

Discussions – 20%

Quizzes – 15%

Exam 1 – 20%

Exam 2 – 20%

Exam 3 – 25%

Schedule

Week 1-

Philosophical Tools/ Logic

Week 2-

Euthyphro

Week 3 –

Metaethics and Relativism

Week 4 –

Objectivism and Religion

Week 5-

Virtue Ethics

Week 6 –

Utilitarianism and Social Contract theory

Week 7 –

Ethics of Care

Week 8 –

Issues in Ethics

Additional Items

To contact the Department of Language, Philosophy, and Culture::

Main Office: OC 119       

Phone: 210-486-0965

Website:

http://alamo.edu/sac/forlang/

Institutional Policies

STUDENT RESPONSIBILITIES:

A. Attendance:
SmartStart. Student absences will be recorded from the first day the class meets, and beginning Fall 2014, students who do not attend the first scheduled class meeting or contact the instructor will be dropped. Students should verify the drop is completed.

For fully online courses, an attendance verification activity is assigned and must be completed by the 3rd class day.

Effective Spring Term 2010, student absences will be recorded from the first day the class meets. Regular and punctual attendance in all classes and laboratories, day and evening, is required. Students who are absent for any reason should always consult with their instructors. Course syllabi must provide specific information regarding attendance, including, for courses involving the internet, online activity that constitutes “attendance.” Also, both tardiness and early departure from class may be considered forms of absenteeism. In all cases, students will be held responsible for completion of course requirements covered in their absence.

Additionally, it is the student’s responsibility to drop a course for nonattendance. Course instructors establish policy with regard to attendance in their respective syllabi and may drop a student for excessive absences. Absences are considered excessive when more than 12.5 percent of the total contact hours of instruction in a semester, including lecture and lab, are missed. For example, in a three-credit-hour lecture class, students may be dropped after more than six contact hours of absences. In a four-credit-hour lecture/lab class, students may be dropped after more than eight contact hours of absences. Absences are counted regardless of whether they occur consecutively.

In special programs with additional accreditation or certification standards, additional attendance requirements may be enforced but faculty must clearly explain these policies in their syllabi. Students who stop attending class for any reason should contact the instructor as soon as possible.

Failure to officially withdraw may result in a failing grade for the course. It is the student’s responsibility to withdraw officially from a class by submitting request through the Course Withdrawal link in ACES.  Students may be required to consult with an advisor or designee before dropping.

Failure to officially withdraw may result in a failing grade for the course. It is the student’s responsibility to withdraw officially from a class by submitting a completed Withdrawal Form to the Admissions and Records Office.

B. Early Alert and Intervention

Alamo College instructors care about students’ success in every course.  During the semester, students may receive alert emails through the ACES account regarding their progress and ultimate success in a course.  Upon receipt of the email, students are to contact the course instructor to discuss specific tasks or actions to improve success in this course.  In addition, students will also need to meet with their Certified Advisor.  Discussions with faculty and Certified Advisors allows the student to identify actions that will help to successfully complete course requirements at the colleges of the Alamo Colleges District.

C. Student Responsibility for Success (Alamo Colleges District Policy F.6.2):

As members of the Alamo Colleges District learning community, students, faculty, staff and administrators all share the responsibility to create an atmosphere where knowledge, integrity, truth, and academic honesty are valued and expected. A clear acknowledgment of the mutual obligations of all members of the academic community emphasizes this implicit partnership in fostering the conditions necessary for student success.

In this relationship, the Alamo Colleges District provides institutional policies, procedures, and opportunities to facilitate student learning that encourage interaction, involvement and responsible participation. Inherent in the academic climate is the expectation that students will assume responsibility for contributing to their own development and learning. Academic success is directly tied to the effort students put into their studies, the degree to which they interact with faculty and peers, and the extent to which students integrate into the campus life.

1. Engagement

1. Create connections and build relationships with faculty, staff and students (visit during office hours, join clubs and organizations, participate in student activities, etc.);
2. Stay informed of policies, procedures, deadlines and events for academic and co-curricular activities;
3. Complete all requirements for admission, registration, and payment by deadlines;
4. Apply for financial assistance, if needed, complying with all federal, state and local regulations and procedures;
5. Meet all federal, state and local health care regulations.

2. Communication

1. Seek guidance from faculty, advisors or counselors for questions and concerns in regards to degree plans, major selection, academic status, grades, and issues impacting college success;
2. Develop a peer support system to identify student contacts for questions, group assignments, etc. regarding academic and co-curricular activities;
3. Communicate with College personnel promptly regarding academic or co-curricular concerns and assistance requests;
4. Carefully consider the information provided by College personnel and make decisions using that information;
5. Check the Alamo Colleges District’s Web Services regularly for emails, holds, student records, financial aid status and announcements;
6. Submit disability documentation if seeking services and request academic accommodations in advance of each semester.

3. Academic Success

1. Complete courses with passing grades and maintain good academic standing (2.0 GPA) status;
2. Read and follow all syllabi;
3. Purchase textbooks and required supplies in a timely manner;
4. Attend classes regularly and on time, with as few absences, late arrivals, and early exits as possible;
5. Arrive to class with all needed materials and completed assignments for that class period;
6. Be attentive in class and actively participate as appropriate;
7. Devote sufficient time for studying;
8. Ensure integrity in all aspects of academic and career development;
9. Accurately represent one’s own work and that of others used in creating academic assignments. Use information ethically and exercise appropriate caution to avoid plagiarism on all assignments;
10. Notify faculty in advance or as soon as possible about absences and provide documentation as appropriate;
11. Consult faculty members in advance when unable to complete projects, assignments, or take examinations as scheduled.

4. Self-Responsibility and Responsibility to Others

1. Maintain accurate and complete degree/certificate major selection and contact information including name, address, phone number and emergency contact;
2. Balance personal obligations and educational pursuits. Work with a counselor / advisor to design a realistic schedule that dedicates adequate effort to be successful in college studies;
3. Know and follow the regulations and guidelines outlined in the Student Code of Conduct and Student Handbook;
4. Maintain respectful and appropriate behavior within and outside the classroom;
5. Ask for help when needed. Use all available resources and facilities provided by the College to enhance the learning experience;
6. Attend scheduled advising sessions, tutorials, and other appointments. Cancel or reschedule only with good reasons as early as possible;
7. Arrive prepared for tutorial sessions, bringing all needed materials (books, syllabi, rough drafts, calculators, assignment sheets, etc.).

D.  Textbook Availability

A student of this institution is not under any obligation to purchase a textbook from a university-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.

E. Licensed Concealed Campus Carry

No open carry of firearms is allowed on all property owned, controlled, or leased by the College District, including vehicles operated by the Alamo Colleges District. Concealed carry of a handgun by persons licensed to carry may not be restricted except in locations signed as prohibited areas.

• Special testing locations requiring a complete surrender of personal effects during testing will be signed as prohibited areas. 
• Persons may be required to place their purse, backpack or briefcase away from their person, but within their view during tests at the direction of their instructor or test administrator.
• License holders carrying on campus intending to access prohibited areas must leave their weapons locked in their vehicles.  College lockers are not authorized for storage of handguns by license holders.

Disciplinary Sanctions

Open carry, intentional display, unlicensed carry, and carry in spite of signed prohibition are subject to employee and student discipline, as well as possible prosecution. Unintentional display of a weapon by a license holder must be avoided.  Police will exercise their enforcement discretion. 

If you see a person openly carrying or deliberately displaying a firearm:

• Call the Alamo Colleges District Police 210-485-0911
• Do not confront the person or ask if the person has a permit

F. Title IX policy

Information and policy regarding Title IX, Civil Rights Discrimination, Harassment, and Retaliation can be found in

Board Policy H.1.2

.

COLLEGE REQUIREMENTS:

While other exams are given at the discretion of the instructor, a final assessment is given at the end of each semester for each course. The Final Exam Schedule changes with each term and differs from normal class meeting dates and times. See the Final Exam Schedule in the Catalog/Schedule of Classes in the left hand navigation bar.
A student who must be absent from a final evaluation should petition that instructor for permission to postpone the evaluation. A student absent without permission from a final evaluation is graded “0” on the exam.

Incomplete Grades.  The conditional grade of “I” may be issued to a student having a passing average on all completed coursework but for a justified reason, such as illness or death in the family or by providential hindrance, has been prevented from taking the final examination or completing other required coursework. The “I” becomes an “F” in one hundred twenty (120) calendar days from the end of the term unless the student completes the balance of the coursework with a performance grade of “D” or higher. Re-enrollment in the course will not resolve the “I.”  The student and faculty must fill out an Incomplete Contract, clearly defining the work remaining to be finished.

College Policies

COLLEGE POLICIES:

A. San Antonio College is a smoke free campus.

B. Alamo Colleges District Police Department Emergency Phone Numbers:

Emergency Phone (210) 485-0911

General Phone (210) 485-0099

Weather Phone (210) 485-0189 (For information on college closures)

C. A Rapid Response Team exists for the purpose of responding to emergencies. If you have a disability that will require assistance in the event of a building evacuation, notify San Antonio College disABILITY

Support

Services, Chance Academic Center 124C, (210) 486-0020.

D. Students are required to silence all electronic devices (e.g., pagers, cellular phones, etc.) when in classrooms, laboratories and the library.

E. Students must abide by the policies, procedures and rules set forth in the “Student Code of Conduct” and all other policies set forth in the San Antonio

E-Catalog

.

F. Academic Integrity Policy: College personnel with administrative authority may initiate disciplinary proceedings against a student accused of scholastic dishonesty. “Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion. See Student Code of Conduct in the Student Handbook for more details.
G. Children in the Classroom: Students should not bring children to a classroom or lab. Faculty members have the right to prohibit children from entering the classroom for safety reasons. Minors under the age of 12 must not be left unattended on campus, including the library. DPS will be notified that unattended children are in the library.
H. Mental Health Services: Free, confidential mental health counseling is available on campus from Melissa Sutherland-Hunt in Moody Learning Center 114. Mrs. Sutherland-Hunt can be reached by phone at 210-486-0397 or by email at

msutherland7@alamo.edu

.
I.

Student Success Policy

:

Click here to read the Complete Student Success Policy

Disability Access Statement – In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, it is the responsibility of the student to self-identify with the campus Disability Services office. Only those students with appropriate documentation will receive a letter of accommodation from the Disability Services office. Instructors are required to follow only those accommodation and/or services outlined in the letter of accommodation. For further information, please contact the San Antonio College disABILITY Support Services office at (210) 486-0020 or visit the office located on the first floor of the Moody Learning Center. If you have specific needs, please discuss them privately with your instructor.

 Marketable Skills– A student, through coursework at San Antonio College and attainment of a degree, will obtain the following marketable skills:

COMMUNICATION: A student will effectively convey and understand information verbally, in writing, and/or visually.

CRITICAL THINKING: A student will explore, identify, analyze, and evaluate issues, documents, and circumstances before reaching a conclusion.
EMPIRICAL AND QUANTITATIVE SKILLS: A student will generate, frame, and analyze data to make informed conclusions.

TEAMWORK: A student will be a flexible and resourceful team member who looks at different points of view and works with others to support a shared purpose or goal.

PERSONAL RESPONSIBILITY: A student will connect personal choices, actions and consequences, with a commitment to excellence and success.

SOCIAL RESPONSIBILITY: A student will build rapport and establish competence within diverse multicultural settings.

PERFORMANCE: A student will create artistic or technical demonstrations through the means of self-expression, language, technology, and/or learned skills.

LEADERSHIP: A student will maintain a productive work environment and confidently motivate others to meet high performance standards.

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